Intersection of struggle and hope (TBT Remix)

When learners are thrashing around blindly, how might we serve as refuge for support, encouragement, and a push in a new direction? (And, what if one of the learners is me?)

Many days we stand in the intersection of struggle and hope.

We can observe our children carefully and look into their eyes and say, “Can I tell you what a great person you are?” and follow-up with concrete examples of the way they give amazing hugs and how kindly they treat their friends. This is the stuff of our most important relationships: Aiming to understand and be understood. (Lehman, Christopher, and Kate Roberts)

… some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings. The group differences had simply disappeared under the guidance of teachers who taught for improvement, for these teachers had found a way to reach their “low-ability” students. (Dweck, Carol)

Move the fulcrum so that all the advantage goes to a negative mindset, and we never rise off the ground. Move the fulcrum to a positive mindset, and the lever’s power is magnified— ready to move everything up. (Achor, Shawn.)

To pursue bright spots is to ask the question “What’s working, and how can we do more of it?” Sounds simple, doesn’t it? Yet, in the real world, this obvious question is almost never asked. Instead, the question we ask is more problem focused: “What’s broken, and how do we fix it?” (Heath, Chip and Dan Heath)

And so the challenge of our future is to say, are we going to connect and amplify positive tribes that want to make things better for all of us? (Godin, Seth)